CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Human beings are bestowed with numerous distinctive powers and abilities. Education aim to develop them for the progress of society (Jelilov, Aleshinloye, & Önder, 2016). It is a pursuit with unlimited effects on all aspects of a society (Kayani, Akbar, Faisal, Kayani, & Ghuman, 2017). Parents, teachers, students, administrators, community groups and media are key stakeholders in any education system (Martinez, 2015). Home is the first school for an individual and parents are first teachers (Chandra, 2013).

Barnes, (2018) reported that education, societal standing and ethnic background of parents do not influence their involvement in the academics of their children. Being the major mentors and the primary source of exposing children to social settings parents should play a leading and supportive role in their academic endeavor (Amponsah, Milledzi, Twum Ampofo, & Gyambrah, 2018).

Shahzadi & Ahmad, (2011) described academic achievement of student in social studies education as an evident demonstration of comprehension and competence which is usually measured through examinations or assessments. Parental involvement is found as one of the crucial factor in academic achievement of students in social studies education (Griffith, 1996).

Amponsah et al., (2018) in their study found positive relationship between parental involvement and academic achievement of students in social studies education. Parental involvement is found as a strong determinant for academic achievement of high school students in social studies education. Wish for self-autonomy of adolescents does not imply that they do not want to get them involved in their academic activities. Learners whose parents are actively involved in their academics display better behaviors and academic outcomes (Vijaya, 2016). Different researchers have defined parental role in education in differently may because the needs and circumstances vary from country to country (Lemmer, 2012). “Parent involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities including ensuring that (a) parents play an integral role in assisting their child’s learning; (b) parents are encouraged to be actively involved in their child’s education at school; and (c) parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child” (School).

Barnes, (2018) reported that there are no specific effective parental involvement strategies, rather it is a widespread phenomenon. Attending parent teacher meetings, participation in extracurricular activities, observing grades scored, assisting in completing homework, imparting moral values and motivating the children are various aspects of parental involvement in the academic achievement of students in social studies education (Martinez, 2015). The entire education system revolves around the academic achievement of learners. It is used to measure the effectiveness of an education system. It is not only the educational institutions who expect high expectations from their students in this regard but parents also do have high hopes. Because it is generally believed that high academic achievement leads to bright future and greater career options (Venkatesha Murthy & Kulshrestha, 1999) .

Generally academic achievement is assumed to be knowledge acquired and marks given by teachers after assessing that understanding. But from educational perspective it is a goal of developing an individual intellectually by teachers or educational institutions during a particular time period. This process of knowledge acquisition is to be gauged by continuous evaluations or examinations (Venkatesha Murthy & Kulshrestha, 1999). The capacity in terms of intellect, environmental settings and personal traits of an are the factors which influence academic achievement of learners in social studies education.(Narad & Abdullah, 2016).

Jackson, (2009) found that parents of children studying in higher secondary classes think that they are grownups. So parents remain not much concerned as they were at their elementary and middle classes. Children are older in higher secondary classes but not so mature to manage all their responsibilities. Parental guidance is still required. (Antoine, 2015) in a study noted a trend of declining parental involvement as students move to higher classes. Factors behind this tendency are increased liberty of children with growing age, lack of time management by parents and parental perception regarding maturity level of their children.

Gwija, (2016) in a study found that complete involvement of parents is hindered by factors including no precise school policy to ensure parental involvement, lack of regular meetings with parents , non-availability of parents at home, parents working conditions and distance of home and school.

1. STATEMENT OF THE PROBLEM

Parental involvement in the school events and daily lives of their children is very important in the sense that it will improve the level of morality and discipline among children. Parental involvenment might have impact on the academic achievement of their children. The result of mass failure in social studies education was becoming worrisome for teachers and school management in most schools in makurdi L.G.A.

        Most schools implemented the extention classes session so as to improve the performance of students especially for those that are preparing for external examinations but the effort seems not to be enough because of the level of truancy in the schools. This study in this regard is based on the effect of parental involvement on the academic achievement of secondary school students in social studies education.

1.3 AIM AND OBJECTIVES OF THE STUDY

The study seeks to determine the effect of parental involvement on the academic achievement of secondary school students in social studies education in makurdi local government area, Benue state. The objectives of the study are:

1. To determine the relationship between parental involvement and the academic acheievement of secondary school students in social studies education in makurdi local government area
2. To evaluate the need for parental involvement in the academic achievement of secondary school students in social studies education
3. To identify the factors affecting parental involvement in the academic achievement of secondary school students in social studies education
4. To recommend ways to improve parental involvement in the academic achievement of secondary school students in social studies

1.4 RESEARCH QUESTIONS

The following research questions guide the objectives of the study:

1. What is the relationship between parental involvement and the academic acheievement of secondary school students in social studies education in makurdi local government area?
2. What is the need for parental involvement in the academic achievement of secondary school students in social studies education?
3. What are the factors affecting parental involvement in the academic achievement of secondary school students in social studies education?
4. What are the ways to improve parental involvement in the academic achievement of secondary school students in social studies?

1.5 STATEMENT OF THE HYPOTHESIS

H0: there is no significant relationship between parental involvement and the academic acheievement of secondary school students in social studies education in makurdi local government area

H1: there is significant relationship between parental involvement and the academic acheievement of secondary school students in social studies education in makurdi local government area

1.6 SIGNIFICANCE OF THE STUDY

The study on the effect of parental involvement on the academic achievement of secondary school students in social studies education will be of immense help to the entire higher secondary schools and parents in makurdi local government area, Benue state. The study findings of the study will also establish a correlation between parental involvement and the academic acheievement of secondary school students in social studies education in makurdi local government area. The study will also serve as a source of information to the management of secondary schools in makurdi L.G.A and other researchers and contribute to the body of the existing literature on the effect of parental involvement on the academic achievement of secondary school students in social studies education.

1.7 SCOPE OF THE STUDY

The study covers on the effect of parental involvement on the academic achievement of secondary school students in social studies education with focus on secondary schools in makurdi L.G.A, Benue state

1.8 LIMITATION OF THE STUDY

One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project

1.9 DEFINITION OF TERMS

SOCIAL STUDIES EDUCATION: Social studies education most commonly refers to the training of professional educators to teach social studies. It includes the training of social studies educators who emphasize the need for social education through the teaching of various social science disciplines (e.g., history, psychology, political science)

PARENTAL INVOLVEMENT:  Parent involvement is when parents participate in school events or activities, and teachers provide learning resources or information about the subject matter

ACADEMIC ACHIEVEMENT: Academic achievement or academic achievement is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement